WorldCat Identities

Kelly, Michael S. (Michael Stokely) 1968-

Overview
Works: 21 works in 72 publications in 1 language and 1,783 library holdings
Roles: Author, Other
Publication Timeline
.
Most widely held works by Michael S Kelly
School social work : an evidence-informed framework for practice by Michael S Kelly( )

16 editions published between 2010 and 2014 in English and held by 669 WorldCat member libraries worldwide

"School Social Work: An Evidence-Informed Framework for Practice offers school social work students and veteran practitioners a new framework for choosing their interventions based on the best available evidence. It is the first work that synthesizes the evidence-based practice (EBP) process with recent conceptual frameworks of school social work clinical practice offered by leading scholars and policymakers. Many other books on EBP try to fit empirically validated treatments into practice contexts without considering the multiple barriers to implementing evidence-based practices in places as complicated and multi-faceted as schools. Additionally, there are vital questions in the literature about what the best levels for intervention are in school social work. Responding to the complexity of applying EBP in schools, this volume offers a conceptual framework that addresses the real-world concerns of practitioners as they work to provide the best services to their school clients." "For each domain of school social work practice, the authors critically review interventions, presenting the current research with guidelines for addressing such implementation issues as cost, school culture, adaptations for special populations, and negotiating multiple arenas of practice. In addition, the chapters are grounded in the process of evidence-based practice, illustrating how school practitioners can pose useful questions, search for relevant evidence, appraise the evidence, apply it in keeping with client values, and monitor the results."--Jacket
Solution-focused brief therapy in schools : a 360-degree view of research and practice by Michael S Kelly( )

16 editions published between 2008 and 2017 in English and held by 518 WorldCat member libraries worldwide

"Tracing the developments in SFBT in recent years and explaining the results from a number of encouraging empirical studies, the authors show how SFBT is an adaptable, portable practice philosophy that can be used in diverse school contexts at multiple levels of intervention. They present a number of success stories, describing how school professionals have used SFBT with a group of students to address their text anxiety; to create a family health and employment fair in an underresourced school; to assist grandparents raising their grandchildren; and to help teachers by coaching to identify and solve classroom behavior issues with their students."--Jacket
The domains and demands of school social work practice : a guide to working effectively with students, families, and schools by Michael S Kelly( Book )

12 editions published in 2008 in English and held by 383 WorldCat member libraries worldwide

"The Domains and Demands of School Social Work Practice is a survey of the reality of school social work, showing readers where and how they can practice most effectively. Whether they provide clinical services to students, develop programs for whole schools, or consult with families and teachers, school social workers will find in this volume a gold mine of advice for navigating the varied terrain of school-based practice and demonstrating the effectiveness of their services."--Jacket
Christianity and social work : readings on the integration of Christian faith and social work practice( Book )

2 editions published between 2012 and 2016 in English and held by 100 WorldCat member libraries worldwide

"The fifth edition of Christianity and Social Work is written for social workers whose motivations to enter the profession are informed by their Christian faith, and who desire to develop faithfully Christian approaches to helping. Christianity and Social Work is organized around four themes: 1. Christian Roots of the Social Work Profession; 2. Christians Called to Social Work: Scriptural Basis, Worldviews and Ethics; 3. Human Behavior and Spiritual Development in a Diverse World; 4. Christians in Social Work Practice: Contemporary Issues. Chapters address a breadth of curriculum areas such as social welfare history, human behavior and the social environment, social policy, and practice at micro, mezzo, and macro levels. Containing 19 chapters and more than 400 pages, this revised edition of CSW includes six new chapters and six extensively-revised chapters in response to requests by readers of previous editions, including chapters on working with clients from the LGBT community, evidence-based practice (EBP), congregational social work, military social work, human trafficking, and spiritual assessment... In organizing this 5th edition, NACSW has carefully considered the Educational Policy and Accreditation Standards (EPAS) from the Council on Social Work Education. It is important for schools of social work to show how they prepare students to demonstrate specific competencies in social work practice. To help with this integration CSW includes Appendices with charts that guide readers toward potential connections. These tools will be a helpful guide for both instructors and students"--
School social work : practice and research perspectives by Robert T Constable( Book )

3 editions published in 2016 in English and held by 78 WorldCat member libraries worldwide

School Social Work: Practice, Policy, and Research, seventh edition, is still the most comprehensive guide to social work practice in schools. This edition includes a greater emphasis on evidence-based practices and an enhanced focus on diversity. Two new chapters address the history of education of African American children and important policies regarding work with vulnerable groups in the United States. School Social Work maintains its extensive coverage of contemporary topics, including the No Child Left Behind Act, the accountability movement in education, and the changing economic, social, and political climate for schools in the 21st century. Case examples and policy and practice applications support the book's strong emphasis on group work, work with families, attendance, case management, the child welfare system, social skills training, violence reduction, crisis intervention, and peer mediation
Archaeological studies in No Name West basin, Fort Irwin, San Bernardino County, California by Michael S Kelly( Book )

4 editions published in 1985 in English and held by 8 WorldCat member libraries worldwide

Kern River Gas Transmission Company, Kern River Pipeline : cultural resource data recovery report, Nevada by Andrew L York( Book )

1 edition published in 1992 in English and held by 4 WorldCat member libraries worldwide

An archeological inventory of Yosemite Valley, Yosemite National Park, California by Kathleen L Hull( Book )

1 edition published in 1995 in English and held by 3 WorldCat member libraries worldwide

An evaluation of 22 selected sites in No Name West basin, Fort Irwin, San Bernardino County, California by Michael S Kelly( Book )

2 editions published in 1984 in English and held by 3 WorldCat member libraries worldwide

A cultural analysis : the Mexican-American perspective by Michael S Kelly( )

2 editions published in 1993 in English and held by 2 WorldCat member libraries worldwide

Illinois school social workers' use of practice interventions : results from a statewide survey by Michael S Kelly( )

1 edition published in 2007 in English and held by 2 WorldCat member libraries worldwide

Indicated truancy interventions : effects on school attendance among chronic truant students by Brandy R Maynard( Book )

3 editions published in 2012 in English and held by 2 WorldCat member libraries worldwide

The main objective of this systematic review was to examine the effects of interventions on school attendance to inform policy, practice, and research. The questions guiding this study were: (1) Do truancy programs with a goal of increasing student attendance for truant youth affect school attendance behaviors of elementary and secondary students with chronic attendance problems?; (2) Are there differences in the effects of school-based, clinic/community-based, and court-based programs?; And (3) Are some modalities (I.E., family, group, multimodal) more effective than others in increasing student attendance? A systematic and comprehensive search process was employed to locate all possible studies between 1990 and 2009, with every effort made to include both published and unpublished studies to minimize publication bias. A wide range of electronic bibliographic databases and research registers was searched, websites of relevant research centers and groups were mined for possible reports, over 200 e-mails and letters were sent to programs listed in large databases of truancy programs compiled by the National Center for School Engagement and the National Dropout Prevention Center, and contact with researchers in the field of truancy and absenteeism was attempted. In addition, the authors examined reference lists of all previous reviews as well as citations in research reports for potential studies. Overall, the findings from this study suggest that chronic truant students benefit from interventions targeting attendance behaviors; thus it is important and worthwhile to intervene with chronic truant youth. Given the minimal differences in effects across program types and modalities, no one program type or modality stands out as being more effective than any other. Although no statistically significant differences in effects were found between types and modalities of interventions included in this review, there was a lack of available evidence to support the general belief (and popular "best-practice" recommendations) that collaborative and multimodal interventions are more effective than programs that are not collaborative and single modal interventions. Due to the small sample size and large heterogeneity between studies and within groups of studies, caution must be used when interpreting and applying the findings from this meta-analysis. Overall, the studies included in the review improved attendance by an average of 4.69 days, almost a full school week. However, although the interventions included in this study were, overall, found to be effective, the mean rates of absenteeism at posttest in most studies remained above acceptable levels. This finding indicates the need for additional work and research. Developing more effective interventions and policies as well as studying outcomes of interventions, particularly with vulnerable and at-risk populations, is crucial to combating absenteeism. The gaps and deficiencies identified in this study also affirm the need for increasing and strengthening the evidence base on which current policies and practices rest. Although additional outcome research is necessary, more of the same is not sufficient. Significant improvements in the quality of truancy intervention research are required and identified gaps need to be addressed. Recommendations to improve the quality and fill gaps in truancy intervention research are discussed here. In addition, given the significant and pervasive deficiencies in the extant research, a critical analysis of the practices, assumptions, and sociopolitical contexts underlying truancy intervention research seems warranted. Appended are: (1) Included Studies; (2) Excluded Studies; (3) Summary of Included Randomized and Quasi-Experimental Studies; (4) Bivariate Correlation Matrix of Study Characteristics: rct/qed Studies; (5) Summary of Included Single-Group Pre-Post Studies; and (6) Bivariate Correlation Matrix of Study Characteristics: sgpp Studies. (Contains 14 tables and 3 figures.) [Additional funding for this paper was provided by the Arthur J. Schmitt Foundation.]
School social work : an evidence-informed framework for practice( )

1 edition published in 2010 in English and held by 1 WorldCat member library worldwide

Archaeological evaluation of CA-CAL-726/H, Stanislaus National Forest by Kathleen L Hull( Book )

1 edition published in 1991 in English and held by 1 WorldCat member library worldwide

Determination of atmospheric ozone after sunset by absorption in the middle ultraviolet by Michael S Kelly( )

1 edition published in 1979 in English and held by 1 WorldCat member library worldwide

Fort Irwin Historic Preservation Plan. Volume 2. The Research Overview( Book )

1 edition published in 1986 in English and held by 1 WorldCat member library worldwide

Chapter I presents a review of the available literature for Mojave Desert regional prehistory and identifies six chronological prehistoric cultural periods. In Chapter II, the research perspectives are identified and the Subsistence Focus Model is presented. Chapter III, bridges the gap between the archeological theories and hypotheses and the actual resources present on Fort Irwin. The historic resources of Fort Irwin are briefly examined in Chapter IV. Although extensive significant historic cultural resources have been identified on the Fort by survey, evaluation and a minimal amount of records research, funding has not been available to produce a Historic Research Overview and to develop the historic contexts necessary to management decision-making. Until the Historic Preservation Overview is compiled, the FIHPP cannot be considered complete
Fort Irwin historic preservation plan by Claude N Warren( Book )

1 edition published in 1986 in English and held by 1 WorldCat member library worldwide

 
moreShow More Titles
fewerShow Fewer Titles
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.33 (from 0.18 for School soc ... to 0.99 for Fort Irwin ...)

School social work : an evidence-informed framework for practice School social work : an evidence-informed framework for practice
Covers
Solution-focused brief therapy in schools : a 360-degree view of research and practiceThe domains and demands of school social work practice : a guide to working effectively with students, families, and schoolsSchool social work : an evidence-informed framework for practice
Alternative Names
Kelly, Michael Stokeley 1968-

Languages
English (71)